The educational experience of the nurse in the clinical setting
The research from which this article arises aimed at understanding and interpreting the perception of a group of nurses about their educational experience in the clinical setting. Education is a central component of care in this field and, therefore, should be investigated to be enhanced or improved...
| Autor Principal: | Ángel Jiménez, Gloria; Universidad Pontificia Bolivariana |
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| Otros Autores: | López Herrera, Francy Edith; Universidad Pontificia Bolivariana, Restrepo Múnera, Diana María; Universidad Pontificia Bolivariana |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Pontificia Universidad Javeriana - Facultad de Enfermería
2013
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| Materias: | |
| Acceso en línea: |
http://revistas.javeriana.edu.co/index.php/imagenydesarrollo/article/view/7066 |
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| Sumario: |
The research from which this article arises aimed at understanding and interpreting the perception of a group of nurses about their educational experience in the clinical setting. Education is a central component of care in this field and, therefore, should be investigated to be enhanced or improved. The research approach was a qualitative phenomenological study which was carried out with fourteen nurses from different hospitals in Medellin, Colombia, intentionally chosen until reaching theoretical saturation. After giving an Informed consent to the participants, they were part of a semi-structured interview. The interviews were recorded, transcribed and analyzed based on the parameters established for this type of study. From the analysis of the results the following categories emerged: information processing; care and self-care, at all times and in all places, the commitment is to all, the workload as a barrier, personal stuff also affects, and education: specific activity or process. The investigation concluded that the professional educational experience is significant to the extent that the education the professional provides plays a substantial part of its role as manager and caretaker, it is broad in terms of beneficiaries and permanent in time and it is designed to favor the care and self-care in hospital and home settings. However, this work is limited and consists of activities that frequently have a prescriptive and timely character. It requires progress in implementing clinical education dialogic models that are developed with a process approach. |
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